Elearning - Comprehension of the Cognitive Load Effect

Transcription

1 Selecting the Right Blend : Key Learning Design Principles Keith Tyler Smith elearning Projects Manager Tertiary Accord of New Zealand (TANZ) Blended Learning Conference, Auckland, June 2010 A little background: A collaborative consortium of 7 Polytechnics / Institutes of Technology Otago Polytechnic Christchurch Polytechnic Institute of Technology Nelson Marlborough Institute of Technology Universal College of Learning Eastern Institute of Technology Bay of Plenty Polytechnic Northland Polytechnic TANZ

2 TANZ operating since 2000 Based on collaboration for mutual benefit, resource sharing, support & best practice applied vocational education CEOs meet monthly TANZ national office team of 5 supports a range of collaborative groups e.g. Senior Managers Group Academic Managers, IT Managers, elearning Managers etc. Faculty Deans / Heads of Schools Subject discipline programme managers & tutors TANZ Wide range of online courses developed by national office on behalf of the TANZ ITPs including: National Certificates National Diplomas Graduate & Post Graduate programmes Health & Safety Compliance units etc TANZ

3 Continuum of Technology Usage From Fully Face to Face to Entirely Online Fully F2F Basic use of ICT E-enhanced E-focused E-intensive In class technology e.g. PowerPoint, Video etc Electronic file cabinet for PDF, PowerPoints hand-outs etc. Access to online resources, use of discussion forums for announcements, learner communication Online discussions, formative assessment tests, interactive material Whole modules/courses delivered assessed & moderated online Source: Based on Jones, N. (2008). Over the worst or at the eye of the storm, cited in Wong. L., &Tatnall, A. (2009) The Need to Balance the Blend: Online versus Face to Face Teaching in an Introductory Accounting Subject. Issues in Informing Science and Information Technology Volume 6 retrieved from 322Wong611.pdf Each form of delivery has its own strengths and weaknesses.

4 For Instance for F2F Learners Strength: classroom based learning is familiar, well understood, addresses social learning needs & takes advantage of cues, informal interactions & spontaneous discussions For Instance for F2F Learners Strength: classroom based learning is familiar, well understood, addresses social learning needs & takes advantage of cues, informal interactions & spontaneous discussions Weakness: course activities tend to have a one size fits all approach, lacks the convenience & access options of online

5 For Instance for F2F Teachers Strength: Within known comfort level, can respond to learners questions & facilitate discussion in real time & take advantage of spontaneous teaching opportunities For Instance for F2F Teachers Strength: Within known comfort level, can respond to learners questions & facilitate discussion in real time & take advantage of spontaneous teaching opportunities Weakness: Limited numbers at a time, pace of learning can frustrate those for whom it is too slow/fast, dominant personalities can sway direction of training, lack of time for individual needs, lack of scheduling flexibility

6 For Instance for Online Learners Strength: learning provides possibility for greater individualisation for learners, more easily address individual learning styles, needs & expertise; convenience of time & place access, For Instance for Online Learners Strength: learning provides possibility for greater individualisation for learners, more easily address individual learning styles, needs & expertise; convenience of time & place access, Weakness: technical issues can be a barrier, can also frustrate & demoralise nontechnical types, is more isolating & requires more self direction.

7 For Instance for Online Teachers Strength: Online allows for individual attention over time & distance, deeper / broader engagement with & between learners, wider range of resources to employ For Instance for Online Teachers Strength: Online allows for individual attention over time & distance, deeper / broader engagement with & between learners, wider range of resources to employ Weakness: more work involved in developing materials, requires technical skills & requires more time in facilitation & communication with learners

8 Digital Literacy Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments. Eshet Alkalai, Y., (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Education Multimedia and Hypermedia Vol. 13 (1), Cognitive Load Effect One of the biggest issues for online teaching & learning is the degree to which a lack of technical skills/literacy & familiarity with elearning can cause both novice elearners & etutors to suffer from the cognitive load effect.

9 Cognitive Load Theory Cognitive Load Theory* states that learning is initially processed in working memory Working memory is short term, low in storage capacity and can only process a very limited amount of new information at a time. Learning complex or technically demanding material requires the building up, in long term memory, of mental models or cognitive schemas about the subject being studied or the skill being developed over time. * Sweller, J. Paas, F. & Renkl, A. (2003) Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, Vol. 38 (1), 1 4 Cognitive Load Theory New material processed in working memory is progressively added or incorporated into these cognitive schemas The cognitive schemas /mental models provide a knowledge structure into which the new learning can be fitted and integrated. When learning new material or skills for which a long term memory schema does not exist, can cause working memory s limited capacity to rapidly overload

10 Cognitive Load Effect A learner undertaking elearning for the first time confronts multiple learning challenges of new modes, material & skills These challenges can include technical access, asynchronicity, text based discussions, multiple conversations, information overload and isolation. * This can overload a learner s cognitive processes, increase anxiety, cause loss of confidence, learning process may freeze & learner unable to processing new information Gives up trying just too hard, tiring, demoralising & de motivating * Whipp, J. L. & Chiarelli, S. (2004) Self-Regulation in a Web-Based Course: A Case Study. Educational Technology Research and Development, Vol.52 (4) Dimensions of Cognitive Challenge For First Time elearners 1.Negotiating Technology: depth/range of computer skills, experience & confidence 2.Negotiating Virtual Learning Environment (VLE /LMS): navigating deep web environments 3.Negotiating Content: Length of time away from formal study, learning baggage 4.Becoming an elearner: Understanding & adapting to new paradigm of teaching & learning 5.Negotiating CMC interaction: unfamiliar mode of communication

11 All this has to be negotiated at the same time! Conceptual Model of Cognitive Load Effect for First Time elearner High Confidence High Comfort Low Anxiety High Motivation Increase in elearning capability Low Skill Level Unconsciously - Unskilled Don t know what they don t know Period off maximum attrition 5 Dimensions Negotiating CMC Becoming an elearner Higher Skill Level Consciously - Skilled Knows how to find out about what s not known Negotiating content Low Confidence Low Comfort High Anxiety Low Motivation Negotiating LMS Negotiating Technology Progress through Programme

12 The Cognitive Load Effect Net effect of all this is the single biggest factor in learner attrition & drop out from elearning courses Previously experienced cognitive load related to technology is also major factor in resistance to engaging with new & unfamiliar forms of technology supported learning This is true for both learners & teachers Strategies for Integrating Technology into Teaching & Training Introduce technology in small, easy to manage steps Allow time &resources for teachers/trainers & learners to gain necessary technology skills & knowledge Make it meaningful Make it relevant Make it enjoyable Use technology to do what technology does best Use a blended approach

13 Blending the Delivery Cognitive load can be reduced by using a transitional strategy that introduces elearning tools carefully & systematically using an integrated blended learning approach What is a blended approach to learning?

14 Convergence of Traditional Face to Face and Computer Mediated Learning Environments Traditional Face to Face Teaching & Learning Environments Past Systems largely separate Distributed computer/ web mediated Teaching & Learning Environments Expansion due to technological innovation Present Increasing convergence of traditional & technological systems Future Majority of blended environments Blended teaching & learning environments Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing. A definition Blended Learning: the purposeful integration of traditional face toface learning environments with computer / web mediated and distributed learning environments. Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

15 In other words: Using the best possible combination of delivery modes to achieve the best possible learning / training outcomes in the best possible way. In other, other words: The key to blended learning is selecting the right combination of media & mode of delivery that will drive the highest business impact for the lowest possible cost. Bersin & Associates (2003) Blended learning: What Works. learningguru.com/wpapers/blended_bersin.doc (Italics mine)

16 Three Main types of Blended learning 1. Enabling blends 2. Enhancing blends 3. Transformational blends Based on Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

17 1. Access blends: Technology is used as an electronic filing cabinet for uploading classroom based handouts, PowerPoint lectures & other didactic teaching materials & resources. Are made available through a LMS, CMS or Intranet. Primary focus on addressing issues of access & convenience e.g., blends that are intended to provide additional flexibility for the learners 2. Enhancing blends: Does not really change the way teaching and learning occurs. e.g. in a traditional f2f learning environment, additional resources & perhaps some supplementary materials &/or activities may be included online as an added extra, or attempt to provide the same opportunities or learning experience but through a different modality.

18 3. Transformational blends: Blends that allow a radical transformation of the pedagogy e.g. a change from a model where learners are just receivers of information to a model where learners can actively construct knowledge through dynamic interactions while separated by time & space. These types of blends enable intellectual activity that was not practically possible without the technology. Why use blended learning?

19 People are not single modality learners People have different personality and learning preferences

20 Different people learn in different ways Most learners use & need all modes to learn effectively

21 The importance of a blended approach to learning is that it ensures the widest possible impact of a learning experience. Julian, E. H. & Boone, C. (2001). Blended Learning Solutions: Improving the Way Companies Manage Intellectual Capital: An IDC White Paper Other reasons to consider a blended learning approach

22 Increase the ROI on Training It has been suggested that only 10% of traditional forms of workplace training expenditure can be expected to transfer to the workplace Baldwin, T.T., Ford, J.K. (1988) Transfer of training: a review and directions for future research. Personnel Psychology, 41: Increase the Workplace Relevance & Connection In many cases, the training is either irrelevant to the organization's real needs or there is too little connection made between the training and the workplace demands. Vicki Heath, Director of Business Performance Pty Ltd. Tips for Effective Employee Training.htm

23 Increase the Transfer of Learning Barriers to transfer of learning tend to dissipate the training effect within a short time span. They include: lack of reinforcement on the job interference from immediate workplace non supportive organisational culture separation from inspiration or support of the trainer pressure from peers to resist change lack of relevance of training to actual work An effective blended approach can extend the learning transfer effect by keeping the learners engaged, encouraged & supported beyond the f2f training event, to the point where the learning becomes integrated into the workplace

24 Some Other Considerations Cost of Training The costs of traditional training events, especially when workforce is geographically distributed is expensive (e.g. travel, venue costs accommodation, etc.), disruptive & time consuming

25 ROI An effective blended learning approach can reduce costs, reduce workplace disruption, save time & provide a better ROI on training & development Learner Expectations Millennials, (those born after 1980), expect to access needed information from multiple platforms, most of which use web based technology Managing Millennials Claire Raines & Associates Web site;

26 Web 2.0 Web based social media (e.g. Facebook, Twitter, Linkedin, Beebo, Flikr, You Tube) & wireless telephony has transformed the way people connect, relate, communicate & learn WWW The Internet is ubiquitous & has become an essential tool of business so why not use it to educate, train & collaborate to share knowledge?

27 However! Blended learning is not a silver bullet! Poor blended learning design will give you exactly the same outcomes as any other poorly designed teaching / training event.

28 Blended Approach Blending can give you best of both worlds Possibilities of what can constitute a Blended Learning approach Live Face to Face Formal Instructor lead classroom Workshops / Seminars Coaching / Mentoring On the Job Training Brown bag sessions Virtual Teaching / Collaboration Synchronous Video conferencing Seminars / Tutorials via Virtual Meeting software e.g. Elluminate Chat / Skype interactions Phone conferencing Self Paced Learning DVD / CD Rom / Audio podcasts / Webbased interactive elements Online resource links Simulations / Scenarios / Case studies Online self assessments Workbooks / elearning courseware Live Face to Face Informal Peer support (Buddy system) Work team brainstorming Role modelling Water Cooler / Smoko chat Virtual Teaching / Collaboration Asynchronous LMS Wikis / Discussion Forums / Role play Mobile phone SMS / texting Online communities of practice (COP) Dynamic knowledge repositories Performance Support Online / Phone help systems Print job aids / Documentation Knowledge databases Online self assessments Performance / Decision support tools Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits,

29 Building a Blended Solution Don t start with the mode of delivery start with a systematic learning design process

30 A Ten Step Blended Design Process 1. What is the problem that the training is meant to address & is it the real one? 2. What are the instructional goals? 3. What is the learner s workplace context for the training? 4. What are the desired learning outcomes? 5. How will/should the learning be assessed? 6. What will be the teaching & learning strategies? 7. What is the time frame for development & delivery of the course / training event? 8. What resources are required & available for the development of the training course/event 9. What is the best blend of instruction & mode of delivery to achieve the desired outcomes? 10. How will the training be evaluated? Building the Blend Learners Skills Time Available Motivation Distribution Time Time to develop? Time to implement? Time to complete? Resources Budget Technology infrastructure SMEs Learning design capability Content developers In house/outsource skills Blended Options Classroom Instruction Web based courseware CD Rom based courseware Live virtual classes/webinars Video Conferencing Phone conferencing Workbooks Text based job/performance aides Online communities of practice On Job Training Simulations/Scenarios Scale Size of learner group Location of learners Need to update frequently Business Need Need to assess learners Need to certify/compliance Need to track completion Urgency of need Content Who develops Availability of SMEs Shelf life of content Availability of off the shelf content? Learning/Training Need Needs analysis Scale of need Impact of not learning? Based on Bersin & Associates (2003) Blended learning: What Works. learningguru.com/wpapers/blended_bersin.doc

31 Axis of Training Content Stability & Timeframe for Development Dynamic Video Conferencing Phone Conferencing /Chat /Skype Interactions ementoring Texting/Tweeting/SMS messaging Live elearning events Peer support / Buddy system Online communities of practice Online discussion forums Virtual Meeting type training /collaboration On Job Training Blogging / Wiki Face to face mentoring / coaching Water Cooler /Smoko Chat Brown Bag sessions Online / Phone helpdesk systems Content Stability Off the shelf Instructor Led Compliance type Training Simple Print Job Aids Online resource links Manufacturer s knowledge data bases Shared knowledge repositories Online self assessment Live elearning events (Archived) Bespoke Instructor Led Workshops Printed documentation /training resources LMS based elearning courses Web / Computer Simulations / Scenarios Web Learning Modules Web Video / Audio Video/Audio DVD /CD CD Rom Mobile learning Stable Short Timeframe for Development & Deployment Long Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, Online Delivery Axis of Training Cost & Method of Delivery Online resource links Manufacturer s knowledge data bases Blogging / Wiki /Skype/chat Shared knowledge repositories ementoring Virtual Meeting type training/collaboration Online COP / Discussion forums / Texting/Tweeting/SMS messaging Mobile learning Video / phone Conferencing Online self assessment LMS based elearning courses Web / Computer Simulations / Scenarios Web based interactive elements Web Video / Audio Video/Audio DVD /CD /CD Rom Peer support / Buddy system Face to face mentoring / coaching On Job Training Collegial Brown Bag sessions Work team brainstorming Off the shelf Instructor Led Training Bespoke Instructor Led Training Multi site classroom based training F2F Low Cost High Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits,

32 Axis of Learner Experience & Learning Resource Extensions Peer support / Buddy system Face to face mentoring / coaching Collegial Connections Brown Bag sessions Work team brainstorming Blogging / Wiki /Skype/chat Online COP / Discussion forums / Texting/Tweeting/SMS messaging Mobile learning ementoring Learning Resources Online self assessment Online resource links Shared knowledge repositories Virtual Meeting type seminars (Archived) Simple Print Job Aids Printed documentation Manufacturer s knowledge data bases Virtual Meeting type seminars Video / phone Conferencing LMS based elearning courses Off the shelf Instructor Led Training Bespoke Instructor Led Training Multi site classroom based training On Job Training Web / Computer Simulations / Scenarios Web based interactive elements Web Video / Audio Video/Audio DVD /CD /CD Rom Printed documentation /training resources Instruction Social Learner Experience Independent Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, Some other considerations: Who are your learners and what is their capability/ familiarity with online technologies? What barriers to using a blended approach may exist that will need to addressed, e.g. organisational IT network firewall issues (e.g.webinars) availability of appropriately configured computers bandwidth availability resistance to new ways of doing things learners & trainers inexperienced with elearning lack of organisational support for blended approach at key organisational levels

33 Conclusions Blending technology with F2F training/teaching is a matter of finding the right balance between cost, time, resources, teaching/training effectiveness, technical/ learning design skills, access, reach & convenience Needs to be integrated in a seamless manner Teaching with technology does require different skills than teaching F2F Required technical skills take time & need support to build capability Technical infrastructure issues can make or break blended learning initiatives Getting the blend right is not necessarily quick, cheap or easy, but done properly can deliver worthwhile benefits Questions????

34 A favourite quote: "We trained hard...but it seemed that every time we were beginning to form up into teams, we would be reorganized. I was to learn later in life that we tend to meet any new situation by reorganizing, and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency, and demoralisation." Petronius Arriter, a Roman Centurion, 210 B.C.